- #Characteristics non formal education full#
- #Characteristics non formal education professional#
- #Characteristics non formal education free#
Naturally growing minds that do not wait for the system to amend. It involves learning of professional skills. It may be full time or part-time learning and one can earn and learn together. Fees or certificates may or may not be necessary. Unlike theoretical formal education, it is practical and vocational education. The timetable and syllabus can be adjustable. The non-formal learning is planned and takes place apart from the school system. Home education, individualized instruction (such as programmed learning), and computer-assisted instruction are other possibilities. Distance education and extension education programs through Open University. Free courses for adult education developed by some organization.Community-based adult education courses.
Boy Scouts and Girls Guides develop some sports program such as swimming comes under non-formal learning. This will necessitate flexibility in the design of the curriculum and the scheme of evaluation. It should be organized for a homogeneous group. Non-formal, education should be programmed to serve the needs of the identified group. Non-formal education is imparted consciously and deliberately and systematically implemented. In non-formal learning, someone (who is not in school) can learn literacy, other basic skills or job skills. Tanzania - Administration, Finance, Educational ResearchĮducation Encyclopedia - StateUniversity.Non-formal education includes adult basic education, adult literacy education or school equivalency preparation. Most offer diploma courses that take an average of two years to complete. Other avenues exist for Tanzanians to acquire education such as the Institute for Public Administration, Institute for Swahili Research, Institute of Fisheries, and the Business Training Institute. Had the program continued, illiteracy would now be a distant memory. Clearly the government was succeeding in its war on illiteracy. This is a far cry from the 70 percent illiteracy rate they inherited at independence and is an impressive accomplishment, especially given their limited resources. Due in large measure to the success of these adult literacy campaigns, Tanzania has reduced illiteracy to 35 percent or less. Nearly 700,000 teachers (60,000 of whom were salaried) taught in these campaigns, aided by local TANU cell members and coordinated by the Institute of Adult Education. Public protest halted the campaigns in 1975, but 3 million people had by then acquired third to fourth grade literacy. Workers' Continuing Education was compulsory in government offices, factories, industries, parastatals, town councils, and public institutions. By 1973 almost 3 million people had benefited from literacy campaigns. Voluntary contributions and government aid financed these schools. Clientele included school dropouts and rural migrants who were never exposed to school before. These programs were oriented to local needs.Ĭlass size varied from 10 to 60 students. Backyard garages were worked into lessons, as were tinsmithing, watch repair work, and many others. The reading of rural newspapers was encouraged to reinforce good reading habits and lifelong learning. 
Rural libraries were established, and the goal became to have a library in every village. Radio education programs kept in touch with students weekly, as did folk development colleges that offered one to three weekly classes in folk handicrafts, home economics, and mechanics. Books and materials were provided free of charge. Students progressed through eight graded stages of increasing difficulty.
In all of these campaigns reading, writing, and counting were taught, as well as knowledge that could immediately improve lives. In 1973 another campaign was launched known as "Man Is Health." This emphasized good health habits and hygiene, while 1974 witnessed the emergence of the "Agriculture for Life" campaign. In 1970 a nationwide campaign was launched to impart functional literacy called "The Choice Is Yours." Learners participated in decision-making and development. Students were told repeatedly to fight fatalism and that they could change their own fate or destiny. Approximately 10 percent of the total education budget was set aside for adult education.
Adult education was seen as vital to the spread and implementation of ujamaa or African Socialism in the countryside. The Tanzanian government achieved great success in expanding education among adults. The attitudes of adults, on the other hand, have an impact now" (1967). Our children will not have an impact on our development for 5, 10, or even 20 years. Nyerere stated, "First we must educate adults. The object of adult education in Tanzania was not merely to teach literacy, but to help adults find solutions to other problems such as hunger, ignorance, disease, and soil erosion. At independence, over 70 percent of adult Tanzanians were illiterate. Adult education tried to eradicate illiteracy in Tanzania.
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